This lesson plan aims to teach third grade students about the desert biome. Students will work in pairs to complete a web quest on desert animals and plants. They will then compare and contrast the desert biome to the rainforest biome using a Venn diagram. To assess learning, students will build online habitats and create postcards summarizing what they learned about desert adaptations. The lesson integrates technology, collaboration, and hands-on activities to help students meet standards on biomes and habitat characteristics.
This lesson plan aims to teach third grade students about the desert biome. Students will work in pairs to complete a web quest on desert animals and plants. They will then compare and contrast the desert biome to the rainforest biome using a Venn diagram. To assess learning, students will build online habitats and create postcards summarizing what they learned about desert adaptations. The lesson integrates technology, collaboration, and hands-on activities to help students meet standards on biomes and habitat characteristics.
This lesson plan aims to teach third grade students about the desert biome. Students will work in pairs to complete a web quest on desert animals and plants. They will then compare and contrast the desert biome to the rainforest biome using a Venn diagram. To assess learning, students will build online habitats and create postcards summarizing what they learned about desert adaptations. The lesson integrates technology, collaboration, and hands-on activities to help students meet standards on biomes and habitat characteristics.
This lesson plan aims to teach third grade students about the desert biome. Students will work in pairs to complete a web quest on desert animals and plants. They will then compare and contrast the desert biome to the rainforest biome using a Venn diagram. To assess learning, students will build online habitats and create postcards summarizing what they learned about desert adaptations. The lesson integrates technology, collaboration, and hands-on activities to help students meet standards on biomes and habitat characteristics.
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Science: Biomes Lesson Plan
PREPARATION Name: Caity Kourakos and Heaven Brown Topic (Unit): Biomes/Habitat
Course: Science Lesson: Desert
Big Idea: Animals and Plants in the desert and how they adapt to their environment Standards (Pennsylvania Academic Standards and Common Core Standards):
S3.B.1.1.3: Describe the basic needs of plants and animals and their dependence on light, food, air, water, and shelter S3.B.2.1.1: Identify adaptations of plants and animals that helped them to survive S3.B.2.1.2: Identify and describe plant and animal characteristics that are necessary for survival S3.B.2.1.3: Identify characteristics for plant and animal survival in different environments (example: desert, forest, ocean)
ISTE Standards for Students:
2.A (Communication and Collaboration): Interact, collaborate, and
publish with peers, experts, or others employing a variety of digital environments and media 2.D (Communication and Collaboration): Contribute to project teams to produce original works or to solve problems 5.B (Digital Citizenship): Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
Objectives:
Using links provided, third grade students will be able to use the Internet efficiently and responsibly throughout the entirety of the lesson. Third grade students will be able to complete the web quest meeting all of the requirements with 100% accuracy. Third grade students will be able to list the characteristics of the desert biome and be able to compare those to another biome in Venn diagram form by end of the lesson.
Essential Questions: What What What What
animals live in a desert?
plants grow in the desert? is the habitat of the desert? is the climate of the desert? 2013
Why is the desert different from all of the other biomes?
Materials/Resources:
iPad/Computer Cart Web Quest Worksheets Venn Diagram SmartBoard activity Smart Board with Pens Pencils Sand Mystery Box Popsicle Sticks Index Cards
Vocabulary (Academic Language and Content Specific Language):
Biome: regions of the world with similar climates (weather,
temperature), animals, and plants Climate: weather and temperature over a long period of time Habitat: a place that an animal lives. It provides the animal with food, water, and shelter. There are many different sorts of habitats around the world from forests to grasslands and from mountains slopes to deserts. Different habitats are home to different animals. Environment: the area in which something exists or lives Shelter: a structure that provides privacy and protection from danger
Pairing Students- strategically plan to place students who are
struggling (differentiated instruction), students with disabilities, or ELLs with advanced students. o ELP.1.L.4-5.3.1: Follow multi-step oral directions to select materials or resources needed to complete tasks working with a partner Student Closure Activity- Students will be provided with an opportunity to express information with labels or illustrations; it is a physical way to show they learned something during the course of the lesson. o ELP.1.R.6-8.5.1: Draw conclusions on topics gathered from everyday print that is visually supported
o Place sand in a box o Pass the box around the classroom o Every time a student receives the box they are able to ask a question (21 questions) Example: Is the object blue? o Go around the classroom until a student guesses the correct object (sand)
Instructional Strategies: (modeling, guided practice, independent practice
I,We,You, demonstration, interactive lecture, technology, engagement emphasis, learning probes, examples): Time 5 Minute s
Teacher will Play 21 questions by passing around the Science Mystery Box When a student correctly states what is inside of the box, the teacher will say, Correct, sand is in the science mystery box! We are learning about deserts today!
5 minute s
Essential questions will be written on the
SmartBoard. Teacher will ask the students to guess what they think the answers are to the essential questions to gauge any prior knowledge about the desert. Assign partners using the popsicle sticks with each students name written on a stick. Teacher will consider choosing partners based on ELLs, students with disabilities, and differentiated learning.
2 Minute s
2 Minute s
Pass out the Web Quest worksheets
30 Minute s
Teacher will be walking around the classroom
helping students who are struggling and/or prompting the students with additional questions if the students need to clarify their answer.
Students will Shake the box and ask questions about the object inside of the box. Students can only ask Yes or No questions. Raise their hands to answer the essential questions. Actively listen to which partner they are assigned to. When teacher is done assigning partners, they are to move to a location where they and their partner will work. Login to iPad/Computer and open the internet browser Partners will work together to complete the Web Quest. Both partners will 2013
20 Minute s
Will call on students to present their Web Quest
findings.
5 minute s
Will pull up the Venn Diagram smart board
activity. Teacher will lead the class in comparing and contrasting the rainforest to the desert on the SmartBoard. Teacher will call up students to write on the SmartBoard.
10 Minute s
Teacher will instruct each student to grab an
iPad/computer. Link will be given to the class so that they can access the Build an Online Habitat: (http://www.switcheroozoo.com/games/habitatg ame.htm) Student Closure: Teacher will pass out index cards. This will be the postcard to home activity explaining either visually or in writing about what they have learned during the course of the lesson
5 Minute s
contribute to the assignment equally. Each will group will present their research (2 or 3 minutes per group). Audience members will write down notes from each presentation. Students will take notes about the differences and comparisons between the rainforest and desert. Students who are called upon will write their answers on the SmartBoard. Login to the computer and play Build an Online Habitat
Students will summarize what they learned that day and take it home to their families. Pictures can be used as communication tools along with writing and labeling.
Estimated Total Time: 1 hour and 15 minutes
EVALUATION 2013
Student Closure (engagement activity; assess new learning, connects to the
lesson objectives, misconception check): As a closing activity, students will summarize on an index card what they learned that day and take it home to their families. Pictures can be used as communication tools along with writing and labeling. Assessment (How will you evaluate the students performance and mastery in terms of each objective. Note: Every learning experience provided during the lesson is for the purpose of developing or evaluating the stated objective.)
Objective 1: Students appropriately using the technology provided for
classroom instruction will meet this objective. If the Web Quest is completed accurately, the teacher will be able to see if this objective was met. Objective 2: Teacher will review and grade the Web Quest to ensure that the set objective was met. Objective 3: When the students regroup and the Venn Diagram SmartBoard activity is presented on the board, students should be able to correctly compare and contrast the rainforest and desert.
Formative and Summative Assessments:
Formative Assessment: To accomplish this task, the teacher will
make sure that they are travelling around the classroom to make sure that the students are grasping the lesson and do not have questions. Summative Assessment: At the end of the biome unit, the teacher will quiz the students on their knowledge of different the different biome characteristics (animals, plants, climate).
